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2014.15 Fourth Grade, ELA, Quarter 3
Big Ideas/Key Concepts: Essential Questions:
Unit Four: Fact or fiction Unit Four: How do different writers treat the same topic?
Unit Five Figure it out Unit Five: What helps you understand the world around you?
Ongoing Standards Resources
Reading Foundation:
RF.4.3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
RF.4.4.a Read grade-level text with purpose and understanding.
RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.4.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Information:
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5
text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Literature:
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range

Language:
L.4.2.d Spell grade-appropriate words correctly, consulting references as needed.
SPI 0401.1.8 Identify correctly and incorrectly spelled words in context.
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph,
autograph).
SPI 0401.1.14 Uses prefixes, suffixes, and root words as aids in determining meaning within context.
L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases.
SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.
SPI 0401.6.3 Use table of contents, title page, and glossary to locate information.
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation.
SPI 0401.1.13 Recognize and use grade appropriate vocabulary within context.

Speaking and Listening:
SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.

Spelling

Phonics/Fluency




Vocabulary, Vocabulary Strategy
Whole/Small Group Instruction



Whole/Small Group Instruction



Spelling


Vocabulary, Vocabulary Strategy













Interactive Read Aloud, Research and
Inquiry
2

SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
SPI 0401.2.2 Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify
those that are appropriate (or inappropriate) for group activities.
SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link
to the remarks of others.
SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g.,
small-group discussion); use formal English when appropriate to task and situation.

Writing:.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.

Interactive Read Aloud, Research and
Inquiry, Literature Circles












Research and Inquiry, Text Connections,
Readers to Writers, Writing Everyday,
Writing Week



Standards Student Friendly “I Can” Statements Resources
Week One: Writing Week

Reading Informational:
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
Writing:
W.4.6 With some guidance and support from adults, use technology, including the internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a single sitting.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which
related ideas are grouped to support the writer’s purpose.
W.4.1b Provide reasons that are supported by facts and details.
W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1d Provide a concluding statement or section related to the opinion presented.


I can use text features to help me
understand a piece of text.


I can write and publish a research
project that builds knowledge about a
topic.




I can write an opinion piece that has a
point of view that is supported with
reasons and information.





Reading Digitally



Reading Digitally, Research and Inquiry







Genre Writing
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Week Two: Unit 4.1 - Why do we need government?

Reading Informational:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text. Assessed Unit


RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text. Assessed Weekly
SPI 0401.5.2 Recognize cause-effect relationships within context.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears. Assessed Unit

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed
Weekly/Review


RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably. Assessed Unit
SPI 0401.4.1 Select appropriate sources from which to gather information on a given topic.
SPI 0401.4.2 Rank the reliability of sources on a given topic.



Language:
L.4.1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Assessed Unit
SPI 0401.1.1 Identify the correct use of nouns (i.e., common and proper, plurals, possessives) and
pronouns (i.e., subject, object, and agreement) within context.

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word
or phrase. Assessed Unit/Weekly

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., telegraph, photograph, autograph). Assessed Unit/Weekly/Review



I can use text clues, illustrations and
other features to make a prediction
about a story.

I can identify cause and effect in a
text.


I can identify cause-and-effect text
structure.


I can identify nonfiction text feature:
Bold faced words


I can explain how the reasons and
evidence support particular points in a
text.

I can locate information from two
texts on the same topic.





I can understand pronoun-antecedent
agreement.
I can proofread sentences for
mechanics and usage errors.

I can identify context clues to help me
identify the meaning of a word.
I can apply the Latin root of a word to
determine the meaning of a similar
word.


Interactive Read Aloud, Shared Read,
Comprehension Strategy, Develop
Comprehension, leveled readers

Comprehension Strategy, Shared Read,
Develop Comprehension, leveled
readers

Comprehension Skill, Develop
Comprehension, leveled readers


Genre, Develop Comprehension,
leveled readers




BYOT Sample Lesson Which
Source is Best?

BYOT Sample Lesson Website
Evaluation

-BYOT Sample Lesson
Reference Review
Grammar










4


WCE determine the connotation of a word

Writing:
W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include
formatting, illustrations, and multimedia when useful to aiding comprehension.

I can determine the connotation of a
word.

I can write an
informative/explanatory piece that
includes a topic sentence and
supporting details.






Readers to Writers, Writing Everyday
Week Three: Unit 4.2 - Why do people run for public office?

Reading Literature:
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the
text. Assessed Unit/Weekly

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations. Assessed Unit/ Weekly

Language:
L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed
Unit/Weekly
L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
word (e.g., telegraph, photograph, autograph). Assessed Unit/Weekly/Review

Writing:
W.4.9a Apply grade 4 reading standards to literature (e.g., “Describe in depth a character, setting, or event
in a story or drama, drawing on specific details in the text [e.g, a character’s thoughts, words, or actions]”).

W.4.3b Use dialogue and description to develop experiences and events or show the responses of
characters to situations.


I can read closely and find answers
explicitly in text.


I can determine the theme of a story.


I can identify the narrator’s point of
view.


I can identify and explain idioms.

I can apply the Latin root of a word to
determine the meaning of a similar
word.

I can write an analysis of how an
author used point of view in a text.

I can write a narrative that includes
dialogue.


Interactive Read Aloud, Shared Read,
Comprehension Strategy, Develop
Comprehension, leveled readers








Vocabulary





Write About Reading


Readers to Writers, Writing Everyday
Week Four: Writing Week

Review of narrative, informative/explanatory, and opinion writing






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Week Five: Unit 4.3 - How do inventions and technology affect your life?

Reading Literature:
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions). Assessed Unit/Weekly/Review

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations. Assessed Unit/Weekly

Language:
L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.
SPI 0401.1.10 Choose the correct use of quotation marks and commas in direct quotations.

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms). Assessed Weekly
SPI 0401.1.12 Select appropriate antonyms, synonyms, and homonyms within context.

Writing:
W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
W.4.3b Use dialogue and description to develop experiences and events to show the responses of
characters to situations.

I can make, confirm, and revise
predictions while reading historical
fiction.


I can identify the point of view of a
story.

I can identify the point of view of a
story.


I can use commas and quotations
marks correctly.

I can use my knowledge of
synonyms to demonstrate my
understanding of words.

I can write a narrative that develops
a plot by including specific details.


Interactive Read Aloud, Shared Reading,
Comprehension Strategy



Comprehension Skill, Develop
Comprehension





Grammar



Vocabulary Strategy



Readers to Writers, Writing Everyday



Week Six: Unit 4.4 - How do you explain what you see in the sky?
Reading Literature:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions). Assessed Weekly/Review

Reading Informational:
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
SPI 0401.5.1 Locate information to support opinions, predictions, and conclusions.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text. Assessed Unit/Weekly

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
SPI 0401.5.2 Recognize cause-effect relationships within context. Assessed Weekly

I can identify the point of view of a
story.


I can ask and answer questions
about difficult sections of text to
increase understanding.

I can the cause and effect in a text.


I can identify cause-and-effect text
structure.


Shared Read, Develop Comprehension,
leveled readers


Interactive Read Aloud



Comprehension Skill, Develop
Comprehension, leveled readers, Write
About Reading



6


RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears. Assessed Unit
SPI 0401.6.5 Interpret information using a chart, map, or timeline.
SPI 0401.6.6 Use available text features (e.g., graphic and illustrations) to make meaning from text.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. Assessed
Weekly/Review

Language:
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). Assessed Unit
SPI 0401.1.7 Recognize usage errors occurring within context (i.e., double negatives, troublesome words:
to/too/two, their/there/they’re, it’s/its).

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word
or phrase. Assessed Unit/Weekly

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. Assessed
Unit/Weekly

Writing:
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic.

W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can recognize that authors use
various formats when presenting
information.


I can locate and explain the reasons
and evidence used to support
particular points in a text.

I can identify homophones.


I can use paragraph clues to
determine the meaning of an
unknown word.

I can identify and explain idioms.



I can conduct a short research
project.

I can use figurative language in my
writing.

Genre








Grammar










Research and Inquiry


Readers to Writers, Everyday Writing
Week Seven: Unit 4.5 - How do writers look at success in different ways?

Reading Literature:
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the
text. Assessed Weekly

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions). Assessed Unit

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements
of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about a text. Assessed Unit
SPI 0401.8.5 Identify the forms of text (e.g., poetry, drama, fiction, non-fiction).
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations. Assessed Weekly/Review



I can determine the theme of a
story.

I can use specific detail from the
text to describe characters, setting,
or events.

I can identify characteristics of a
narrative poem.

I can identify the point of view of a
story.



Comprehension Skill, Develop
Comprehension, leveled readers

Interactive Read Aloud



Shared Read, Genre, Literary Elements,
Write About Reading




7

Language:
L.4.1.g Correctly use frequently confused words (e.g., to, too, two; there, their). Assessed Unit
SPI 0401.1.7 Recognize usage errors occurring within context (i.e., double negatives, troublesome words:
to/too/two, their/there/they’re, it’s/its).

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words
with similar but not identical meanings (synonyms). Assessed Unit
SPI 0401.1.12 Select appropriate antonyms, synonyms, and homonyms within context.

WCE Determine the connotation of a word.

Writing:
W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

I can identify homophones.



I can identify synonyms and
antonyms.


I can determine the connotation of
a word.

I can write a poem that includes
sensory language.

Phonics/Fluency, Grammar



Vocabulary Strategy, Research and Inquiry






Readers to Writers, Everyday Writing
Week Eight: 5.1 - In what ways do people show they care about each other?
Reading Literature:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions). Assessed Unit/Weekly
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in
the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range

Reading Informational:
RI.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil)
and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures
Assessed Unit – Writing Prompt

Language:
L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather
than a red small bag). Assessed Unit
SPI 0401.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e.,
comparison forms and negatives) within context.


L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in
context. Assessed Unit/Weekly

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.
SPI 0401.1.10 Choose the correct use of quotation marks and commas in direct quotations
Weekly Assessment/Review
WCE Determine the connotation of a word. Weekly Assessment/Review



I can identify the problem and
solution in a text.
I can identify examples of
foreshadowing in text.


I can identify the author’s purpose.




I can use and identify adjectives
correctly.
I can use and identify adjectives
that compare.
I can capitalize proper adjectives.

I can identify the meanings of
similes and metaphors.

I can use commas and quotations
marks correctly.
I can determine the connotation of
a word.



Interactive Read Aloud, Shared Read,
Comprehension Skill, Comprehension
Strategy, Develop Comprehension, leveled
readers

Text Connections





Grammar



Vocabulary Strategy










8

Writing:
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
W.4.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which
related ideas are grouped to support a writer’s purpose.
I can conduct a short research
project.

I can write an opinion piece with a
strong opening.
Research and Inquiry


Readers to Writers, Writing Everyday
Week Nine: Unit 5.2 - What are some reasons people moved west?

Reading Literature:
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words, or actions). Assessed Unit/Weekly
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the
text. Assessed Weekly/Review
RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil)
and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Assessed Unit – Writing Prompt

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in
the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Language:
L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word
or phrase.

L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation and determine or clarify the precise meaning of key words and phrases. Assessed
Weekly
SPI 0401.1.16 Determine the meaning of unfamiliar words using context clues, dictionaries, and
glossaries.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
SPI 0401.5.4 Choose a logical word to complete an analogy using synonyms and antonyms.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Assessed Unit/Weekly/Review

WCE Use the relationship between particular words (homographs) to better understand each of the words.
Assessed Weekly

Writing:
W.4.9a Apply grade 4 reading standards to literature (e.g., “Describe in depth a character, setting, or event
in a story or drama, drawing on specific details in the text [e.g, a character’s thoughts, words, or actions]”).


I can identify the cause and effect of
a text.
I can identify the theme in a text.
I can compare and contrast
information from different pieces of
text.

I can by the end of the year read
and comprehend on or above grade
level text.

I can identify context clues to help
me identify the meaning of a word.

I can use the correct reference
materials to find words/phrases.

I can understand figurative
language, word relationships and
small shades of differences in word
meanings.

I can explain similes and metaphors.
I can identify homographs.
I can write an analysis of how an
author of a text uses plot,
characters, and setting in a story.


Interactive Read Aloud, Shared Read,
Comprehension Strategy, Comprehension
Skill, leveled reader

Develop Comprehension


Genre



Vocabulary Strategy







Build Vocabulary










Write About Reading, Writing Everyday